Learning spaces in higher education: an under-researched topic

Temple, Paul

doi:10.1080/14748460802489363

Cited by 158 publications

(136 citation statements)

References 16 publications

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“…A number of commentators have noted that despite the huge investment made by universities in campus buildings, there has been a persistent failure to study and theorise space and place in Higher Education (Temple 2008;Ellis and Goodyear 2016). In contrast to this relative neglect, the professional literature of librarians contains a growing corpus of work on reimagining the library as a place for "informal learning".…”

Section: Introductionmentioning

confidence: 99%

Space and embodiment in informal learning

Cox

2017

High Educ

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Changes in pedagogy to emphasise independent study and group work have increased the need for informal learning spaces on campuses. University libraries have been quick to respond to this need, partly because of the decline in book lending and partly because of technology enablers. Furthermore, new types of buildings that combine many types of facility, including libraries and informal learning spaces, are being built. This research aimed to explore students' experience of such informal learning spaces, through focus groups and walk with interviews. It was found that the creation of different types of learning atmosphere, should be understood as a multi-sensory experience, and actively constructed by learners themselves. Informal learning spaces are important destinations for students, who have favourite places to study, where they often work alongside companions and find motivation to work in the presence of others.

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Section: Introductionmentioning

confidence: 99%

Space and embodiment in informal learning

Cox

2017

High Educ

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“…The architecture of the institution expresses the institution's purpose, presence and domain in a physical form (Dober, 1996). However, Temple (2008) noted that the development of university spaces, new or old, does not include clues on how the learning spaces were conceived which makes the evaluation of learning spaces a challenge. Often, the pedagogical intent is not explicit in the mind of the designer, nor such evidence was easily available.…”

Section: Introductionmentioning

confidence: 99%

Learning spaces around the university: Factors that affect the preferences for a space

Lee

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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“…The learning space could be considered in its different configurations, for example physical space (Temple, 2008), virtual space or informal learning spaces (Kersh et al, 2012;Felstead and Jewson, 2012). Bronfenbrenner's topology (1977) helpfully summarises characteristics of learning spaces that present a combination of both formal and informal learning experiences such as the learner's immediate setting, such as a course or classroom (the microsystem) and other concurrent settings in the person's life such as other courses, or instances of informal learning (mesosystem).…”

Section: Introduction: Learning Spaces and Workrelated Knowledgementioning

confidence: 99%

El desarrollo de conocimientos a través de diferentes espacios en entornos laborales: una visión del Reino Unido

Kersh

2017

REEC

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This article will discuss the notion of spaces as learning contexts and explore how this concept can enhance our understanding of experiential learning in work-related settings. This article aims to consider how employees learn and develop their knowledge through different pathways, and through the different learning spaces in which they are building on their knowledge. The research has demonstrated that employees develop their knowledge through different environments that are often associated with different types of learning spaces: (1) formal learning spaces/academic spaces (which relate to learning through formal courses) and (2) experiential learning spaces (which relate to learning experientially, e.g. from day to day workplace activities). The articles draws on the concept of the learning space as a framework for illustrating the interplay between employees' learning styles and different types of learning environments.Key Words: Experiential Learning; Workplace Learning; Learning Spaces ResumenEn este trabajo se discutirá la noción de espacios como contextos de aprendizaje y se explorará cómo puede este concepto mejorar nuestra comprensión del aprendizaje experimental en los entornos laborales. Este artículo tiene por objeto reflexionar sobre cómo los empleados aprenden y desarrollan sus conocimientos a través de diferentes vías y de diferentes espacios de aprendizaje en los que se construye su conocimiento. Las investigaciones han demostrado que los empleados desarrollan sus conocimientos a través de diferentes ambientes que se asocian a menudo con diferentes tipos de espacios de aprendizaje: (1) los espacios de aprendizaje formal / espacios académicos (que se relacionan con el aprendizaje a través de cursos formales) y (2) espacios de aprendizaje experiencial (que se relacionan con el aprendizaje por experiencia, por ejemplo, de actividades del día a día del lugar de trabajo). El artículo se basa en el concepto del espacio de aprendizaje como marco para ilustrar la interacción entre los estilos de aprendizaje de los empleados y los diferentes tipos de ambientes de aprendizaje.

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Learning spaces in higher education: an under-researched topic

Cited by 158 publications

References 16 publications

Space and embodiment in informal learning

Space and embodiment in informal learning

Learning spaces around the university: Factors that affect the preferences for a space

El desarrollo de conocimientos a través de diferentes espacios en entornos laborales: una visión del Reino Unido

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